• The Journal of the Convergence on Culture Technology
• /
• v.7 no.4
• /
• pp.35-42
• /
• 2021

The college English teaching-learning model in this study is intended to effectively apply dictogloss activities to enhance competencies such as communication, self-directedness, and cooperation by upgrading the utilization of various online platform functions. Dictogloss is a language teaching and learning activity that combines four functions (listening, speaking, reading, and writing) of communication. College English classes in this study focus on communication-oriented integrated English education. In this study, the teaching and learning is an online-based English integrated teaching-learning method based on constructivism theory. The model presented the roles of learners and teachers according to the seven procedures.

• Journal of Engineering Education Research
• /
• v.13 no.6
• /
• pp.188-194
• /
• 2010

This paper deals with a teaching method in EMI(English Medium Instructor) Education for engineering major subjects which is accomplished between non-native english speaking professors and students. Goals of EMI in non-english speaking countries will be both a improvement of communication ability and understanding of the major subjects. However, when students who have a low level-english ability participate in english class, it is necessary to analyze whether they can obtain above goals or not and to study on a teaching method for them. The english classes were aimed at students at the college of engineering who have 200-420 TOEIC average score. The research was proceeded by course evaluations to three direct EMI and surveys that were performed targeting all students participated in english class. The proposed research results may lead to development of EMI for students who have a low level- english ability and give them a better understanding and interest of major subjects.

• Journal of English Language & Literature
• /
• v.58 no.2
• /
• pp.279-304
• /
• 2012

Since the publication of Foucault's Discipline and Punish, theatricality has become one of the key concepts in New Historicism. By defining theatricality as the most definitive feature of early modern society and culture, New Historicists have promoted the idea that theatrical practices in every day life were eventually replaced by textual practices as the western society started to undergo modernization with the advent of print culture and technologies. This paper questions this linear model of English literature, the shift of literary practices from theatricality to textuality in the event of modernization, by closely looking at the ways in which newsbooks and playlets during the English civil wars appealed to their target readers. The early print-based literary commodities during the English civil war (i.e. newsbooks and playlets) were able to win the attention of their audience not by breaking away from theatrical energy and creativity but instead by embracing and taking advantage of them through the use of dramatic conventions, dialogues, and many others. The newsbooks and the playlets during the time, however, did not simply replicate the dramatic forms and experiences of the previous generation. Instead, as the case study of Craftie Cromwell exemplifies, they went further to produce a different mode of theatricality by reshaping everyday lives into serialized drama, whose resolution is always already delayed and postponed into the ever-receding future. In conclusion, the study of the newsbook and playlets during the civil wars suggests that the textuality of modern times, materialized in print forms, have been co-evolved with the development of new theatricality, whose contents and forms are susceptible to the changes of everyday reality.

• Journal of The Korean Association of Information Education
• /
• v.21 no.5
• /
• pp.497-507
• /
• 2017

Research on software education and linking and convergence of other subjects has been mainly focused on mathematics and science subjects. The dissatisfaction of various preferences and types of learning personality cause to learning gap. In addition, it is not desirable considering the solution of various fusion problems that can apply the computational thinking. In this way, it is possible to embrace the diverse tendencies and preferences of students through the linkage with the English subject, which is a linguistic approach that deviates from the existing mathematical and scientific approach. By combining similarities in the process of learning a new language of English education and software education. For this purpose, based on the analysis of teaching - learning model of elementary English subject and software education, we developed a class model by modifying existing English subject and software teaching - learning model to be suitable for linkage. Then, the learning elements applicable to software education were extracted from the contents of elementary school English curriculum, and a program applied to the developed classroom model was designed and the practical application method of learning was searched.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.3
• /
• pp.439-444
• /
• 2021

This study investigates the relationship between syntactic complexity and English proficiency for Korean college students, using the recently developed TAASSC(the Tool for the Automatic Analysis of Syntactic Sophistication and Complexity) program. Essays on the ICNALE(International Corpus Network of Asian Learners of English) corpus were employed and phrasal complexity indices and clausal complexity indices, respectively were used to predict English proficiency level for Korean students. Results of stepwise regression analysis showed that indices of phrasal complexity explained 8% of variance in English proficiency, while indices of clausal complexity accounted for approximately 11%. That is, indices of clausal complexity were slightly better predictors of English proficiency than indices of phrasal complexity, which contradicts Biber et at.(2011)'s claim that phrasal complexity is the hallmark of writing development.

• The Journal of the Korea Contents Association
• /
• v.18 no.4
• /
• pp.128-137
• /
• 2018

This study aims to investigate how learning materials are used in an outstanding English class and to analyze learning materials and their use in primary English classroom activities. To this end, An Analytic Scheme of Learning Materials Use (ASLMU) is used to quantify utilization patterns of learning materials. The findings are: Learning materials are most actively used in the development period, followed by introduction and consolidation. The teacher's rate of using learning materials is much higher than student's, and the rate of using materials for whole students is higher than the rate of using materials for an individual or groups. It requires developing learning materials toward more a student-centered class because the teacher's occupancy of the learning materials is fourfold compared to the student's occupancy. Also, non-language materials are used more than language materials, and English materials are used more than Korean materials. Most of the materials are used to present a question and explain. The findings of the study are expected to suggest features of learning materials in an outstanding English class and application method of learning materials to primary English teachers.

• Proceedings of the KSPS conference
• /
• 1996.10a
• /
• pp.574-575
• /
• 1996

The theme of the current study is to study intonation of Taiwanese(Tw.) by comparing the intonation patterns in native language (Ll), target language (L2), and interlanguage (IL). Studies on interlanguage have dealt primarily with segments. Though there were studies which addressed to the issues of interlanguage intonation, more often than not, they didn't offer evidence for the statement, and the hypotheses were mainly based on impression. Therefore, a formal description of interlanguage intonation is necessary for further development in this field. The basic assumption of this study is that native speakers of one language perceive and produce a second language in ways closely related to the patterns of their first language. Several studies on interlanguage prosody have suggested that prosodic structure and rules are more subject to transfer than certain other phonological phenomena, given their abstract structural nature and generality(Vogel 1991). Broselow(1988) also shows that interlanguage may provide evidence for particular analyses of the native language grammar, which may not be available from the study of the native language alone. Several research questions will be addressed in the current study: A. How does duration vary among native and nominative utterances\ulcorner The results shows that there is a significant difference in duration between the beginning English learners, and the native speakers of American English for all the eleven English sentences. The mean duration shows that the beginning English learners take almost twice as much time (1.70sec.), as Americans (O.97sec.) to produce English sentences. The results also show that American speakers take significant longer time to speak all ten Taiwanese utterances. The mean duration shows that Americans take almost twice as much time (2.24sec.) as adult Taiwanese (1.14sec.) to produce Taiwanese sentences. B. Does proficiency level influence the performance of interlanguage intonation\ulcorner Can native intonation patterns be achieved by a non-native speaker\ulcorner Wenk(1986) considers proficiency level might be a variable which related to the extent of Ll influence. His study showed that beginners do transfer rhythmic features of the Ll and advanced learners can and do succeed in overcoming mother-tongue influence. The current study shows that proficiency level does play a role in the acquisition of English intonation by Taiwanese speakers. The duration and pitch range of the advanced learners are much closer to those of the native American English speakers than the beginners, but even advanced learners still cannot achieve native-like intonation patterns. C. Do Taiwanese have a narrower pitch range in comparison with American English speakers\ulcorner Ross et. al.(1986) suggests that the presence of tone in a language significantly inhibits the unrestricted manipulation of three acoustical measures of prosody which are involved in producing local pitch changes in the fundamental frequency contour during affective signaling. Will the presence of tone in a language inhibit the ability of speakers to modulate intonation\ulcorner The results do show that Taiwanese have a narrower pitch range in comparison with American English speakers. Both advanced (84Hz) and beginning learners (58Hz) of English show a significant narrower FO range than that of Americans' (112Hz), and the difference is greater between the beginning learners' group and native American English speakers.

• The International Journal of Costume Culture
• /
• v.12 no.1
• /
• pp.93-96
• /
• 2009

The purpose of the research is to explore the development of Beijing fashion industry in the wave of the world-wide creative industries. Two methods are used in this study: discourse analysis and case study. As a form of modern economy, creative industries are the core of originality and intellectual property. It works to develop and use knowledge resource to produce endless new products and new markets, thereby promoting economic and social development. Beijing local garment enterprises should base on the Government's policies and support, creative talent and high technology to cultivate the local fashion brands with the international competition to achieve the clothing industrial upgrading and the building of Beijing as the world-wide fashion capital.

• Journal of the Korea Convergence Society
• /
• v.12 no.11
• /
• pp.185-191
• /
• 2021

The purpose of this study is to develop middle school English classes using Problem-Based Learning(PBL) based on flipped learning and to examine its effects. Recently, various attempts to combine flipped learning and PBL have been made; however, many studies have not been applied to middle and high school curriculums yet. The attempt of this study is expected to have theoretical and practical significance. The instructional model was derived from the review of previous studies, and the development of instructional program followed the general design procedure(analysis-design-development-implement-evaluation), and its validity was secured with the advice of related experts. To verify the effectiveness of the program, the English academic achievement test and the English key competency test were conducted before and after the program. Changes in English academic achievement were analyzed by the paired-sample t-test, and the effect of key competency and the level of achievement test performance (high vs, low) on the pre-post score change was analyzed by the mixed effects repeated measures ANOVA. As a result of the analysis, both academic achievement and key competencies increased, and the low-level students in the pre-academic achievement test showed more improvements. In conclusion, the PBL class based on flipped learning is effective in improving the English academic achievement and key competencies of middle school students, and in particular, it is shown to be an effective teaching method for students with low academic achievement.

• Korean Journal of Comparative Education
• /
• v.28 no.2
• /
• pp.97-121
• /
• 2018

The numbers of Korean immigrants and students in the United States are steadily increasing, but there have been very few studies of their second language literacy development (Cole, Maddox, Lim, & Notari-Syverson, 2002; Scarcellar & Chin, 1993; Shin, 1994; Skilton-Sylvester, 2001; Yu, 1994). Nor do the very few studies explore the inseparable relationship between Korean literacy and English literacy within a cultural context. This study aims to compare their views on Korean writing with those on English writing to see trace the multiliteracy development of Korean learners of English in the United States. I conducted in-depth oral interviews with Korean immigrants and students of various ages. They were asked to state everything they could remember about what they have learned to write and read in their native language and in their second language across their lifetimes, focusing particularly on the institutions they attended, materials they used, people involved in their learning, and their motivations for writing. The results reveal that the participants developed a view of writing specific to the Korean context and after they moved to the United States, they struggled to readjust the values and meanings they had had for Korean literacy to the second language context. The results of this study suggest future multiliteracy studies are needed to explore multiliteracy development in terms of the meanings and values language learners associate with their multiliteracy and help educational institutions and communities to approach second language learners' multiliteracy development as a life-long experience.